Children with disabilities perform lower in mathematics than their peers without disabilities, and this gap widens from ages 7 to 13 (Wei, Lenz, & Blackorby, 2013). Of even greater concern is that fifth-grade children with mathematics disabilities continue to perform in the bottom quartile of their grade in high school (Shalev, Manor, & Gross-Tsur, 2005). This trend leads educators to ask the question: "With multiple tiers of instruction, why do low-performing children in the elementary grades continue to struggle with mathematics?" One influence contributing to this trend may be the imprecise use of mathematics language. Educators may not interpret mathematics as a second (or third) language for children, when, in fact, all children are mathematical language learners (Barrow, 2014). The numerals, symbols, and terms that explain mathematics concepts and procedures are plentiful and complex. Educators need to plan for using clear and concise language, which includes identifying inaccurate terms, preferred language, and why changes in language matter.